Please use this identifier to cite or link to this item:
Title: Aggregating Students' Observations in Support of Community Knowledge and Discourse
Authors: Cober, Rebecca
McCann, Colin
Moher, Tom
Slotta, Jim
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Cober, R., McCann, C., Moher, T., & Slotta, J. (2013). Aggregating Students' Observations in Support of Community Knowledge and Discourse. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 121-128). Madison, WI: International Society of the Learning Sciences.
Abstract: We present two case studies of scientific inquiry with Embedded Phenomena, where two middle school science classes participate in whole-class investigations of phenomena that are embedded within their classroom. Students share observational data with their peers using networked handheld devices. Student-contributed data is collected, aggregated and re/presented in coherent visualizations, designed to guide students in their investigations. We examine the forms of these collective representations with a view towards understanding their efficacy in scaffolding learners and resolving their driving inquiry questions. We analyze the patterns of discourse and of use surrounding these aggregate visualizations during teacher-led, whole class discussions. For each case, we report three trends based on a visual analysis of the coded discourse, followed by a discussion of the patterns of use surrounding the display of aggregate screens. We conclude with a synthesizing discussion of the two cases.
Appears in Collections:CSCL 2013

Files in This Item:
File SizeFormat 
121-128.pdf413.5 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.